Self-regulated learning as a complex dynamical system: Examining students' STEM learning in a simulation environment

Self-regulated learning (SRL) is essentially a complex dynamical system (CDS). However, no effort has been made to study SRL from CDS approach in the context of science learning. In this study, we adopted ideas and analytical techniques complexity analyze SRL. Specifically, 74 ninth-grade students were asked undertake an engineering design task computer-simulated environment. We compared differences process regularity behaviors between high low performers. found that processes performers more than those general, demonstrated higher degree repetition The also likely exhibit behavior repeatedly This extends literature on dynamics both theoretical methodological dimensions.